by Lisa Kelly & Fran Withrow, Preschool Teacher-Researchers

As we began our connected learning experiences, we noticed how often the children brought up the coronavirus, often randomly commenting, “you know there is a virus,” or “people are getting sick”. While our impulse was to protect the children from the worrisome news, we began to understand that the children were telling us they already knew some information and needed to talk about it. 

To explore this topic, we needed to do so together, carefully, and with an emphasis on listening. Our job was not to fill their minds with news reports but to reveal their thinking. How could we help them make better sense of what was happening? If we were in the classroom, we would begin asking questions during morning meeting or by pulling together a small group to begin thinking together. How could we use our new virtual small groups to explore this sensitive topic?

Change

We introduced the concept of Change through web albums to gradually begin to explore how all of our lives were different now than they were before we left school for spring break. By thinking together about all of the different ways the world changes, for better or not, we knew we would stumble upon some wonderings about the new virus and feelings about the requirement to stay home.

Creating Our Own Change

We explored the ways we can create positive change in our own lives, which helps us feel empowered during a time when so many things feel limited. The prompt to look for ways to create more kindness invited children to respond in many ways: One student found a way to share happiness by drawing a huge sign for her neighborhood on her street. Another sent a letter filled with love to her neighbor. One started with change in her own home by helping her dad by cleaning and vacuuming. And another set her sights on creating global change by creating her own cure for the coronavirus made from tears, soap, and hand sanitizer, among other things.

Masks

After setting the stage with exploring change, we felt confident that the children were thinking about the coronavirus and perhaps looking for ways to talk about what they knew. We decided to prompt the children to think about wearing masks – an item that represents change, is associated with the virus, and is likely present in their lives. We brought masks to small-group and put them on. 

Co-constructing Understanding

Over time, the small groups became more comfortable talking about what they had heard about the virus, sometimes with heated exchanges. Children learned to listen to each other and examined information they felt they understood from trusted grown-ups and the news. Instead of correcting them, we asked them to consider different points of view and offered careful questioning. This provided a safe way for them not only to think more deeply about their assumptions but also to refine their understanding by critically examining their beliefs. The children were co-constructing their understanding, a process that brought them both disequilibrium but also new insights about their world. When friends felt they could challenge each other and even disagree, we knew our virtual classroom was working!

Drawing and Dialogue Reveals the Children’s Thinking

By using the language of drawing to represent their theories about the virus, children are invited to turn their ideas around and take a close look at them. Does this make sense? What do I still need to know to understand this concept better? Drawing brings these questions to the surface.

As co-construction continues, theories are refined and big ideas emerge. Thinking together about the size and function of the virus leads to new insights. Questions, not corrections , lead the children to a more thoughtful understanding of novel concepts and strengthens skills critical for problem-solving. 

Over time, Amira and Juno were able to refine their thinking often arriving at very different insights from where our conversations began. Our role as teachers was to help the class slow down, respect the children’s thinking, and scaffold learning through listening. This process helped the class not only to think more deeply about the coronavirus but also to cope with a topic that feels distressing at times. When children feel supported to take risks in posing theories or asking questions, they learn to become more flexible, creative, and tolerant of the ideas of others.

The questions will continue, and their theories will change as the children change. We are still discovering more about the virus and modifying our response. Our virtual classroom has provided a safe harbor for wondering and playing around with theories, but more than anything, it is a place to connect.

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